Overview
COVID and remote learning have made online games and esports a main way for kids to make friends, so Take This and LeagueSpot have teamed up to create a new resource for parents, educators, and coaches - think of it as an esports crash course. In this short video, Dr. Kowert provides a run down of esports: What is it? Is it really a sport, and are there benefits to be gained from participating? She also touches on primary concerns like addiction, violence, and aggression.
Problem
Dr. Rachel Kowert from TakeThis approached us to collaborate on a video aiming to educate parents about esports. The challenge lies in effectively conveying complex esports concepts and addressing parental concerns while ensuring the video resonates with its central audience - parents.
Solution
By leveraging the power of animation and video editing, the video brings Dr. Kowert's expertise to life, making complex esports concepts more accessible and engaging for parents. Through visual storytelling, parents can grasp the significance of online games and esports as a means for kids to build friendships, especially in the context of COVID and remote learning. By providing a concise yet comprehensive overview, the animated video acts as a convenient resource for parents, educators, and coaches alike. It equips them with the knowledge needed to foster a positive and informed approach to their children's involvement in esports, enabling a supportive and enriching experience for young enthusiasts in the ever-evolving world of gaming and esports.
Process
1. Received Recorded Video with Script: The project began with the reception of a recorded video featuring Dr. Rachel Kowert presenting the content script. The video served as the foundation for the animated video's development.
2. Script Breakdown and Planning: Upon receiving the script, I meticulously analyzed its content and identified the various elements that would be required in the animated video. This entailed categorizing segments that needed animation, those requiring the inclusion of stock videos, and parts where Dr. Kowert's face needed to be featured.
3. Iterations and Refinement: The creation of the animated video involved going through three iterative rounds. During each iteration, I refined and enhanced the visual elements and animations in alignment with the script and the overall vision. This iterative process allowed for continuous improvement and ensured that the final product was polished and impactful.
Design
Teamwork: The knights are constructing a house together and then the animated words of the related skills are shown on screen. This was rather straight-forward to show how teamwork can be shown with the skills relating to it.
Self-Regulation: The first scene depicts a "younger" knight nodding/listening to the rules that are being told to them. The next scene is the knight checking their to-do list about team practice and reminding their team that practice is later that day. The purpose is to show that the knight is not only listening to the rules, but is making sure that they are putting it into practice and managing themselves accordingly.
Problem-Solving: In the first scene, cars pass the ball to each other then score (Rocket League reference) and then a victory screen appears. Next, knights strategize to beat the other team in soccer. Mimicking the previous game scene, the knights pass the ball to each other then score and also celebrate their victory. The idea is to show how problem-solving is similar both in game and in real life.
Confidence: The first scene shows how two opponents are showing good sportsmanship and even congratulating the winner on their great play. This boosts their confidence (confidence buff) and "charging their battery". In the next scene, negativity is slowly draining their confidence battery but they are still able to perform. The next scene shows how with confidence, the knight is able to protect their party against a big boss.
Friendship: Two knights are flying in the clouds, chatting to each other. The scene changes and they walk into an esports club meeting/gathering and chat with the knight that is at the table. (This is actually a slight retelling of how I met my esports club friends).
Self-Regulation: The first scene depicts a "younger" knight nodding/listening to the rules that are being told to them. The next scene is the knight checking their to-do list about team practice and reminding their team that practice is later that day. The purpose is to show that the knight is not only listening to the rules, but is making sure that they are putting it into practice and managing themselves accordingly.
Problem-Solving: In the first scene, cars pass the ball to each other then score (Rocket League reference) and then a victory screen appears. Next, knights strategize to beat the other team in soccer. Mimicking the previous game scene, the knights pass the ball to each other then score and also celebrate their victory. The idea is to show how problem-solving is similar both in game and in real life.
Confidence: The first scene shows how two opponents are showing good sportsmanship and even congratulating the winner on their great play. This boosts their confidence (confidence buff) and "charging their battery". In the next scene, negativity is slowly draining their confidence battery but they are still able to perform. The next scene shows how with confidence, the knight is able to protect their party against a big boss.
Friendship: Two knights are flying in the clouds, chatting to each other. The scene changes and they walk into an esports club meeting/gathering and chat with the knight that is at the table. (This is actually a slight retelling of how I met my esports club friends).
CONCLUSION
In conclusion, this project has been a valuable learning experience on multiple fronts. Through storyboarding, I gained insights into effective visual storytelling, ensuring that the animated video conveyed its message with clarity and impact. Collaborating with Dr. Rachel Kowert from TakeThis provided a unique opportunity to work alongside an esteemed expert and a renowned organization, broadening my perspectives and understanding of the esports world, its impact on the youth and its importance towards older audiences.
This project allowed me to develop my skills, including animation in Adobe After Effects and video editing in Premiere. By using, I expanded my creative capabilities and refined my ability to bring ideas to life through dynamic visual content.
Throughout the process, working within a timeline became a crucial aspect, sharpening my project management and time management skills. It taught me to remain focused, adaptable, and efficient in meeting project milestones and deadlines.
Overall, this project not only contributed to educating parents about esports but also enriched my growth as a visual creator.
REFERENCES
Digital Schoolhouse. Benefits of esports tournaments. https://www.digitalschoolhouse.org.uk/articles/2019/08/10-benefits-of-the-esports-tournament-part-2
Elson, M., & Ferguson, C. Twenty-five years of research on violence in digital games and aggression. https://econtent.hogrefe.com/doi/abs/10.1027/1016-9040/a000147?journalCode=epp
Learning Works (2012). 5 ways video games teach self-control skills. https://learningworksforkids.com/2012/04/five-ways-that-video-games-teach-self-control-skills/
Kowert, R. A Parent’s Guide to Video Games. New York, Routledge
National Association of Collegiate Esports. https://nacesports.org/
Newzoo. Global Esports & Life Streaming Market Report. https://newzoo.com/insights/trend-reports/newzoos-global-esports-live-streaming-market-report-2021-free-version/
Scholars’ open letter to the world health organization on gaming disorder proposal. https://psyarxiv.com/zzbka/
Science Daily. Link between violent computer games and aggressiveness questioned. https://www.sciencedaily.com/releases/2012/04/120402112828.htm
University of Rochester (2010). Video games lead to faster decisions that are no less accurate. http://rochester.edu/news/show.php?id=3679